| Summary: | This research study is designed to elicit an understanding of what motivates academics engaging in Knowledge Transfer Partnerships (KTPs). KTPs are a mechanism used by universities to transfer knowledge to business and industry, but there is very little evidence of why academics engage in the activity, and how they find it motivating. Using a qualitative case study approach, this study applies the principles of Self Determination Theory (SDT) to understand intrinsic and extrinsic motivation. SDT is an increasingly popular theory of motivation, but has had little application in the field of knowledge transfer, and no evidence was found of its application to the field of KTPs. This provides a unique approach to, and opportunity for, understanding individual academic motivation in the context of KTPs. SDT proposes a motivation continuum where intrinsic motivation is the most autonomous behaviour, and external regulation the most controlled. They argue that individuals need to feel competent and able to behave autonomously, if they are to be intrinsically motivated. Furthermore, where the environment is supportive, they are much more like ly to feel they can behave autonomously, and for their behaviour to be the most autonomous form of extrinsically motivated behaviour. SDT studies typically are quantitative, and take place in more controlled settings, although increasingly there is evidenc e of qualitative studies being conducted. In the case of this qualitative research study, thematic analysis is used to identify a series of themes, which are designed to enable an exploration and explanation of academic motivation. This evidence, along with secondary data, is designed to contribute to further understandings of SDT and individual academic motivation in the context of KTPs. The overall purpose is to provide a series of recommendations designed to improve the relationships between academics engaging in KTPs, the universities supporting them, and the higher education policy environment.
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